000			nam a22 7a 4500
999			_c1734 _d1734
001			013597355
003			OSt
005			20190614180005.0
008			181003b ||||| |||| 00| 0 eng d
020			_a9090209247 (pbk)
040			_aUk _beng _cUk _dJCRC
041			_aeng _adutc
100			_aHermans-Nymark, Laura
245			_aEnglish in the EFL Classroom : _bWhy Not? : Classroom Discourse Patterns and Teacher's Beliefs / _cLaura Hermans-Nymark.
260			_a[Netherlands] : _bRadboud Universiteit Nijmegen, _c2006.
300			_ax, 244 p. : _bcov. ill. ; _c25 cm.
500			_aIncludes summary in Dutch.
504			_aIncludes bibliographical references.
505			_a"This dissertation draws on theoretical and empirical research to answer a question that continues to puzzle many who are involved or interested in second or foreign language teaching: Why is there little target language spoken in the secondary school language classroom? The question stems from the generally accepted notion that one needs to practice speaking the foreign language to learn to speak the language but that instruction focuses on memorizing grammar rules despite the need for developing oral abilities. How instruction is delivered, in terms of the discourse patterns established by teachers, is linked to the type of learning that occurs. Teachers who follow IRF patterns of interaction, or 'monologic discourse' promote the memorization of facts, and teachers who ask open-ended questions, or 'dialogic discourse' stimulate higher order thinking. Our qualitative research, conducted in the framework of sociocultural theory in three teachers' classrooms, examined the relationship between patterns of classroom discourse and teachers' beliefs about how languages are learned and how they should be taught in the context of the classroom and school. The data revealed that the teachers' beliefs, and thus language use, are the result of a complex and often implicit interaction between the teacher's beliefs and those of the students, faculty and school. School policy and culture play a role in reinforcing certain beliefs and this interplay between the teacher's beliefs and those of the school results in some teaching practices being encouraged over others, as observed in the type of discourse that occurred in the three classrooms. If changes are to be made so that dialogic discourse in classrooms can flourish and communicative competency can be achieved, teachers' beliefs need to be examined, challenged and possibly changed. Yet given that teachers work within a system, changes pertain equally to the students, faculty and school policy that make up the complex environment in which they work." (Abstract)
505			_aTABLE OF CONTENTS:
505			_a LIST OF TABLES
505			_aLIST OF FIGURES
505			_aABBREVIATIONS
505			_aCHAPTER 1: INTRODUCTION
505			_a 1.1 INTRODUCTION AND PURPOSE OF THE STUDY
505			_a 1.2 RESEARCHER’S BACKGROUND
505			_a1.3 THE PROBLEM OF LITTLE TARGET LANGUAGE USE IN THE SECONDARY SCHOOL CLASSROOM _t 1.3.1 The importance of spoken language skills: The Dutch context _t 1.3.2 The importance of spoken language skills: The international context
505			_a 1.4 DEVELOPMENT OF THE RESEARCH QUESTIONS _t1.4.1 The extent of target language use _t1.4.2 How teachers use the target language _t1.4.3 Why teachers use the target language the way they do
505			_a1.5 THE GENERAL APPROACH OF THE STUDY
505			_a1.6 CHAPTER SUMMARY
505			_a CHAPTER 2: THEORETICAL FRAMEWORK
505			_a 2.1 INTRODUCTION
505			_a2.2 THEORIES ON INTERACTION IN SECOND AND FOREIGN LANGUAGE LEARNING _t 2.2.1 Krashen’s Input Hypothesis _t 2.2.2 Long’s Interaction Hypothesis _t2.2.3 Swain’s Output Hypothesis _t2.2.4 In search of a theory that addresses the context of the SL/FL classroom
505			_a2.3 SOCIOCULTURAL THEORY _t2.3.1 The life and work of Vygotsky
505			_a2.4 CORE CONCEPTS OF SOCIOCULTURAL THEORY _t2.4.1 Mediation _t2.4.2 Regulation _t2.4.3 Zone of proximal development (ZPD) _t2.4.4 Inner and private speech _t2.4.5 Activity Theory _t 2.4.6 Interaction and sociocultural theory
505			_a 2.5 IN SEARCH OF EMPIRICAL EVIDENCE OF THE IMPORTANCE OF INTERACTION _t2.5.1 Research into language and language learning _t2.5.2 Attributes of teaching that enhance language learning _t2.5.3 Defining interaction
505			_a2.6 CONCLUSION TO THIS SECTION
505			_a2.7 BELIEFS SEEN FROM THE FRAMEWORK OF SOCIOCULTURAL THEORY _t2.7.1 Teacher practices, sociocultural factors and beliefs _t2.7.2 Beliefs and knowledge _t2.7.3 Teachers' beliefs and teaching practices _t2.7.4 Students’ beliefs, school culture, teaching methods and exams
505			_a2.8 CHAPTER SUMMARY
505			_a CHAPTER 3: METHODOLOGY
505			_a 3.1 INTRODUCTION
505			_a3.2 METHODOLOGY IN SOCIOCULTURAL THEORY PERSPECTIVE _t 3.2.1 Beliefs and knowledge _t3.2.2 The genetic approach
505			_a 3.3 RESEARCH DESIGN _t 3.3.1 Case studies _t3.3.2 The researcher’s role _t3.3.3 Selection of the teachers
505			_a3.4 OVERVIEW OF THE STUDY
505			_a3.5 RESEARCH QUESTIONS, METHODS OF DATA COLLECTION AND ANALYSIS _t3.5.1 Genetic analysis _t3.5.2 Grounded theory
505			_a3.6 CHAPTER SUMMARY
505			_aCHAPTER 4: CASE STUDY ONE – HANK
505			_a4.1 INTRODUCTION
505			_a4.2 DESIGN _t 4.2.2 Research context _t 4.2.3 Methods for data collection and analysis
505			_a4.3 FINDINGS _t4.3.1 Question one: To what extent does Hank use the target language? _t4.3.2 Question two: How does Hank use the target language? _t4.3.3 Question three: Why does Hank use the target language the way he does?
505			_a4.4 CHAPTER SUMMARY
505			_a CHAPTER 5: CASE STUDY TWO – HENRY
505			_a5.1 INTRODUCTION
505			_a5.2 DESIGN _t5.2.1 Selection of the teacher _t5.2.2 Research context _t 5.2.3 Methods for data collection and analysis
505			_a5.3 FINDINGS _t5.3.1 Question one: To what extent does Henry use the target language? _t 5.3.2 Question two: Is the target language use monologic or dialogic? _t 5.3.3 Question three: What is the relationship between the teacher’s, students’ and school’s beliefs and the discourse patterns established by Henry?
505			_a5.4 CHAPTER SUMMARY
505			_a 130 CHAPTER 6: CASE STUDY THREE – LEN
505			_a 6.1 INTRODUCTION
505			_a6.2 DESIGN _t 6.2.1 Selection of teacher _t6.2.2 Research context _t6.2.3 Methods for data collection and analysis
505			_a 6.3 FINDINGS _t 6.3.1 Question one: To what extent does Len use the target language? _t 6.3.2 Question two: Is the target language use monologic or dialogic? _t 6.3.3 Question three: What is the relationship between the teacher’s, students’ and school’s beliefs and the discourse patterns established by Len?
505			_a 6.4 CHAPTER SUMMARY
505			_a CHAPTER 7: RESEARCH SUMMARY, CROSS-CASE ANALYSIS AND EMERGENCE OF THEORIES
505			_a7.1 INTRODUCTION
505			_a 7.2 SUMMARY OF THE RESEARCH BACKGROUND, QUESTIONS, METHODS AND FINDINGS OF THE THREE CASE STUDIES _t 7.2.1 Research background _t 7.2.2 Research questions and methods _t7.2.3 Findings
505			_a7.3 CROSS-CASE ANALYSIS _t7.3.1 Similarities between the case studies _t 7.3.2 Differences between the case studies _t 7.3.3 Conclusion to this section
505			_a 7.4 THE DEVELOPMENT OF A ‘SMALL-SCALE’ THEORY _t7.4.1 Introduction _t7.4.2 Review of the teachers’ beliefs _t 7.4.3 Why there is little target language use in the language classroom _t7.4.4 Why there is little dialogic discourse in the classroom _t 7.4.5 Conclusion to this section
505			_a 7.5 RELATED FACETS OF SOCIOCULTURAL THEORY _t 7.5.1 Zone of Proximal Development (ZPD) _t7.5.2 Activity Theory
505			_a7.6 CHAPTER SUMMARY
505			_aCHAPTER 8: CONCLUSIONS AND DISCUSSION
505			_a8.1 INTRODUCTION
505			_a8.2 CONCLUSIONS
505			_a8.3 DISCUSSION _t8.3.1 Relevancy _t8.3.2 Strengths _t8.3.3 Limitations _t8.3.4 Further research _t 8.3.5 The present study in the context of related research
505			_a 8.4 CONCLUSION TO THIS CHAPTER
505			_aNEDERLANDSE SAMENVATTING
505			_a REFERENCES
505			_a CURRICULUM VITAE
650			_aCommunicative Competences.
650			_aThe professional development of teachers
710			_aRadboud Universiteit Nijmegen.
856			_uhttps://repository.ubn.ru.nl/handle/2066/115042 _zRadboud University Repository.
942			_2z _cBK